LB 3052 
.N7 fl3 
1914 
Copy 1 



Digitized by the Internet Archive 
in 2011 with funding from 
The Library of Congress 



http://www.archive.org/details/minutesofninthanOOuniv 



The University of the State of New York 






n 



MINUTES OF THE NINTH ANNUAL MEETING 



OP THE 



NEW YORK STATE EXAMINATIONS BOARD 



HELD AT THE UNIVERSITY OF THE STATE OF NEW YORK, 
ALBANY, DECEMBER 5, 1914 



j^Hlf H7n-Jais-2Soo (7-3714) 



u^'^ 






THE UNIVERSITY OF THE STATE OF NEW YORK 

Regents of the University 

With years when terms expire 

19 1 7 St Clair McKelway M.A. LL.D. D.C.L. 

L.H.D. Chancellor -------- Brooklyn 

1926 Pliny T. Sexton LL.B. LL.D Vice Chancellor Palmyra 

1915 Albert Vander Veer M.D. M.A. Ph.D. LL.D. Albany 
1922 Chester S. Lord M.A. LL.D. ----- New York 

1918 William Nottingham M.A. Ph.D. LL.D. - Syracuse 
1921 Francis M. Carpenter ------ Mount Kisco 

^923 Abram L Elkus LL.B. D.C.L, _ - - - New York 

1924 Adelbert Moot LL.D. ------- Buflfalo 

1925 Charles B. Alexander M.A. LL.B. LL.D. 

Litt.D. ----------- Tuxedo 

1919 John Moore ---------- Elmira 

1920 Andrew J. Shipman M.A, LL.B. LL.D. - - New York 

19 16 Walter Guest Kellogg B.A. _ - - _ Ogdensburg 

President of the University 
and Commissioner of Education 

John H. Finley M.A. LL.D. L.H.D. 

Assistant Commissioners 

Augustus S. Downing M.A. L.H.D. LL.D. For Higher Education 
Charles F. Wheelock B.S. LL.D. For Secondary Education 
Thomas E. Finegan M.A. Pd.D. LL.D. For Elementary Education 

Director of State Library 

James I. Wyer, Jr, M.L.S. 

Director of Science and State Museum 

John M. Clarke Ph.D. D.Sc. LL.D. 

Chiefs of Divisions 

Administration, George M. Wiley M.A. 

Attendance, James D. Sih^livan 

Educational Extension, William R. Watson B.S. 

Examinations, Harlan H. Horner B.A. 

History, James A. Holden B.A. 

Inspections, Frank H. Wood M.A. 

Law, Frank B. Gilbert B.A. 

Library School, Frank K. Walter M.A. M.L.S. 

PubHc Records, Thomas C. Quinn 

School Libraries, Sherman Williams Pd.D. 

Statistics, Hiram C. Case 

Visual Instruction, Alfred W. Abrams Ph.B. 

Vocational Schools, Arthur D. Dean D.Sc. 






b.' 



LC Control Number 




tinp96 026022 



MINUTES OF THE MEETING OF THE STATE 
EXAMINATIONS BOARD, DECEMBER 5, 1914 

In response to a caU issued by the Commissioner of 
Education, the ninth annual meeting of the New York 
State Examinations Board was held at the University of 
the State of New York, Albany, N. Y., December 5, 1914. 
The meeting was called to order by the Commissioner 
of Education at 9.30 o'clock. The following were present : 
Hon. John H. Finley, Commissioner of Education, pre- 
siding 

First Assistant Commissioner Augustus S. Downing 
Second Assistant Commissioner Charles F. Wheelock 
Third Assistant Commissioner Thomas E. Finegan 
Chief of the Examinations Division Harlan H. Homer 
President George S. Davis of Hunter College 
President Elmer B. Bryan of Colgate University 
Professor Adam Leroy Jones, representing President 

Nicholas Murray Butler of Columbia University 
Professor Jacob R. Street, representing Chancellor James 

R. Day of Syracuse University 
Rev. Edmund A. O'Connor of Little Falls 
Superintendent Herbert S. Weet of Rochester 
Principal Walter B.Gunnison, Erasmus Hall High School, 

Brooklyn 
Principal E. J. Goodwin, Packer Collegiate Institute, 

Brooklyn 
Principal Frank D. Boynton of Ithaca 
Superintendent Richard A. Searing of North Tonawanda 
Superintendent William H. Maxwell of New York City 
Superintendent Henry P. Emerson of Buffalo 
Superintendent W. B . Sprague of Utica 
Superintendent C. E. Gorton of Yonkers 

President Rush Rhees of the University of Rochester 
was unable to be present. 

Remarks of President Finley : 

I want to tell you how happy I am to see you all again. 
I associate this meeting with the beginning of my own 
work here. This was the first assembly that was held 



after I came into the office and so I look upon this as an 
anniversary celebration. Of course, it has not that sig- 
nificance for you, but I am sure that you will think that 
it is a most fitting celebration — this discussion of ex- 
aminations and inspections — of this festival.' I am glad 
you are here to celebrate it with me and I am increasingly 
impressed with the importance of the work of this board. 
I will read just a sentence from the Book of the Son of 
Sirach : " Do nothing without counsel and when thou 
has once done, repent not." 

The minutes of the last meeting were approved as 
printed. 

The following tabulation representing the results of 
examinations in high schools and academies in January 
and June 1 9 1 4 was presented for the consideration of the 
board : 



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The Commissioner presented for consideration the fol- 
lowing list of topics that had been suggested by members 
of the State Examinations Board, and others : 

1 Reports of committees 

a Syllabus committee, Superintendent Boynton, 

. chairman 

b Revision of the following subjects has been sug- 
gested: commercial subjects, English require- 
ments, physics, chemistry, elementary algebra, in- 
termediate algebra, geometry (adoption of the 
specific list of theorems) 

c Appointment of question committees 

d Committee on additional examinations. Superin- 
tendent Gorton, chairman 

e Special committee on preparation of a history 
syllal^us as a basis for comprehensive examina- 
tions, Dr E. W. Lyttle, chairman 

/ Committee on music requirements, Assistant Com- 
missioner Downing, chairman 

g Committee on uniform nomenclature of grammat- 
ical terms. Superintendent Maxwell, chainnan 

2 Shall Spanish and Italian be added to the list of 

foreign languages accepted for a college entrance 
diploma ? 

3 Shall the 50-word test in stenography be discontinued? 

4 Shall the requirement that evening school pupils 

must reach a standing of 75 per cent in Regents 
examinations be abolished? 

5 Shall all first-year high school examinations be 

abolished ? 

6 Shall the committee on modern languages be increased 

so as to give a larger representation to high school 
teachers ? 

7 Shall an examination in first year Greek be restored 

to the list? 

8 Shall pupils who present four years of Latin and 

three years of Greek be excused from the English 
requirement for an academic diploma? 

9 Should the committee of final revision be reorganized ? 

10 Shall credit be given for a course in physical training? 



lO 

11 Shall an examination be instituted in an advanced 

course in biology, to be known as civic biology? 

12 J Shall the examinations in advanced botany and ad- 

vanced zoology be given hereafter only once a year 
instead of twice as formerly? 

13 Shall the examinations in English be modified to 

make them correspond to the new examinations of 
the College Entrance Examinations Board? 

14 Shall the minimum passing mark in Regents examina- 

tions be raised in some subjects, especially com- 
mercial subjects? 

The syllabus committee, through its chairman, Principal 
Boynton, reported progress regarding many matters that 
have been referred to it, especially concerning the syllabus 
in mathematics, in physics and in chemistry. On motion 
of Principal Boynton, the following resolutions were 
adopted : 

1 Resolved, That the specified list of theo- 
rems and problems in geometry submitted to 
this board a year ago be adopted.^ 

2 Resolved, That the following topics in the 
elementary algebra syllabus be transferred to 
the intermediate algebra syllabus: 

Under " The four fundamental operations for 
rational algebraic expressions," 5-c 

Under " Factoring," 2-^-3; 2-C-2 

Under " Fractions," 5 

Under " Radicals," 5 and 6 

Under " Quadratic equations," 2-a and 2-c- 

Under " Simple quadratics," 2 and 3 

" Binomial theorem for positive integral 
exponents " 

That the syllabus in intermediate algebra be 
modified by adding the topics above mentioned 

1 This list will be printed separately and distributed to the schools 
as soon as published. 



II 



as transferred from elementary algebra, and 
further by dropping the following topics: 

Interpretation of the forms - » 'L > - 

^ O 00 o 

Under " Imaginaries," the parenthesis " (not 
complex) " 

Under " Evolution," 2 and 3 

That the advanced algebra syllabus be modi- 
fied by dropping the topic " Determinants." 

On motion of Superintendent Gorton, it was 

Resolved, That the matter of the revision of 
the syllabus in physics and in chemistry and 
other subjects be referred back to the syllabus 
committee for further consideration and that the 
chairman of the syllabus committee be em- 
powered to call to his assistance as additional 
members of the committee persons specially 
fitted to give assistance in the various subjects 
and that the committees thus organized prepare 
in definite form such revisions as may seem 
desirable, to be submitted to this board at its 
next meeting. 

On motion of Superintendent Maxwell, it was 
Resolved, That the topic of advanced arith- 
metic be added to the subjects to be considered 
by this committee. 

Superintendent Gorton of the committee on additional 
examinations reported that after giving the matter very 
careful consideration, his committee was of the opinion 
that it was not advisable to reestablish these examinations 
at the present time. The committee reports progress. 
On motion, the report was adopted and the committee 
continued. 



12 

Doctor Downing, chairman of the committee on music, 
submitted the following report : 

In accordance with the resolution of the board adopted 
at its 1 9 13 meeting authorizing the appointment of a 
committee to prepare a simplified revision of the syllabus 
in music, the committee appointed respectfully begs to 
report : 

A preliminary meeting of the committee was held in 
Albany and the work was apportioned among the members 
of the committee, as follows: 

~ Superintendent Weet of Rochester assumed the task of 
ascertaining the sentiment existing among school authori- 
ties of the State as to the desirability of the appointment 
of a State inspector in music. 

Miss Julia Etta Crane of Potsdam was given the task 
of abridging, simplifying and revising the syllabus for 
secondary schools. 

Dr Hollis E. Dann of Cornell University was assigned 
the work of preparing an elementary syllabus; and to 
Dr Frank R. Rix of Flushing that of preparing a syllabus 
for normal schools, training schools and classes engaged 
in the professional training of teachers. 

When the several subcommittees thus appointed were 
ready to report, a meeting of the entire committee was 
held in Syracuse December 2d, for the purpose of criti- 
cising the work of the subcommittees and for agreeing 
upon a final report to present to this board. As you may 
well realize, the task of preparing one syllabus for schools 
differing so widely in purpose seemed to the committee 
almost impossible, and it was decided that it v/ould be 
better to prepare three separate syllabuses. The com- 
mittee further unanimously agreed that there should be 
a fixed minimum requirement in music as a prerequisite 
for admission to the State normal schools. Your com- 
mittee, therefore, begs to make the following report: 

I As to the desirability of the appointment of a State 
inspector of music whose entire time shall be given to 
such inspection: Superintendent Weet sent out upwards 
of 200 letters to village and district superintendents and 
to the principals of those high schools which might be 
called typical. He received 145 replies, 120 of which 
were favorable. The remaining 25 were either unfavor- 



13 

able or doubtful as to the wisdom of making such an ap- 
pointment. After consideration of the whole subject, 
your committee believes that the appointment of a music 
inspector is desirable, but that the present is an inoppor- 
tune time in which to make the appointment. 

2 As to a minimum requirement prerequisite to ad- 
mission to normal schools : Your committee believes that 
beginning with the class entering January 191 6, no one 
should be admitted to a State normal school who does not 
hold a certificate showing that he has satisfactorily com- 
pleted the work of at least the first four years as outlined 
in the elementary music syllabus, but that a pupil who 
is unable to present this certificate may be admitted con- 
ditioned in music, the condition to be removed before 
graduation. Failing to remove such conditions, such 
pupils may be graduated but the principal in certifying 
such graduates to school authorities, shall certify that 
they are not qualified to teach music. 

3 As to an elementary syllabus: That an elementary 
syllabus, embodying a course of study logical in its de- 
velopment and easily usable by the teachers in all grades 
of elementary schools is a sine qua non. The committee 
submits such a syllabus for your approval. 

4 As to a syllabus for secondary schools : Inasmuch as 
many pupils "enter the high school without having had 
the music of the grades, the most practical work for such 
pupils is outlined in the elementary syllabus. Highschool 
pupils will unquestionably be able to complete in one 
year two or three years of the elementary syllabus, and 
when they have thus acquired the fundamental knowledge, 
the secondary syllabus should be available for teaching 
them and such pupils of the high school as may have had 
the music of the grades before entering the secondary 
school. The question of credits to be allowed to high 
school pupils completing a part of all of the work thus 
outHned for secondary schools was admitted to be a ques- 
tion not within the purview of the work of this committee. 
The accompanying high school syllabus is presented to 
you for approval. 

5 As to a syllabus for the schools for the professional 
training of teachers, your committee is unal^le to make 



14 

report other than that the preparation of such syllabus is 
in progress. ' 

In presenting the two syllabuses, your committee realizes 
that it has not had time to prepare them in a finished 
form as to language and as to a few minor details, such as 
exact names of reference books and their publishers. 
Therefore, the committee prefers the request that they be 
referred to the Commissioner of Education, with power, 
and recommends that the further preparation of these syl- 
labuses be placed under the direction of the Assistant 
Commissioners for Secondary and Elementary Education, 
respectively, as the schools in which the syllabuses will 
be used come under their immediate supervision. 

For purposes of discussion, I as chairman of the com- 
mittee, move the adoption of the report, and the discharge 
of the committee. 

Augustus S. Downing, Chairman 

Julia E. Crane 

HoLLis E. Dann 

Frank R. Rix 

H. S. Weet 

On motion of Doctor Maxwell, it was 

Resolved, That the elementary music syllabus 
and the secondary music syUabus reported by 
the committee be referred to the Commissioner 
of Education with power ; that the normal school 
syllabus and the regulations for admission to 
normal schools and training schools be referred 
to the Commissioner, to report at the next 
meeting of the board. 

The Commissioner announced the appointment of the 
following committee on nominations of examination com- 
mittees : 

Superintendent William H. Maxwell 
Superintendent Charles E. Gorton 
Superintendent Henry P. Emerson 
Rev. Edmund A. O'Connor 
President Elmer B. Bryan 



IS 

Assistant Commissioner Downing 

Assistant Commissioner Wheelock 

Assistant Commissioner Finegan 

Chief of the Examinations Division H. H. Homer 

Dr E. W. Lyttle, chairman of the committee appointed 
at the last meeting to prepare a history syhabus that shall 
be the basis of a comprehensive examination in history', 
submitted a report, which, owing to the absence of Doctor 
Lyttle because of illness and serious affliction, was read by 
Mr Homer, Chief of the Examinations Division. 

Report of the committee on revision of the history 
syllabus 

In the year 1880 the Regents of New York State pre- 
pared brief syllabuses of history, civics and economics for 
academic schools. The fields of history outlined were 
four: United States, English, Greek and Roman. The 
syllabuses for all six fields covered only four octavo pages. 
History, however, was a popular subject and the idea that 
the high school sho-uld teach something of everything and 
not much of anything was even more prevalent from 1880 
to 1900 than at the present day. In consequence, each 
revision of the academic syllabus added to the fields of 
history offered while of necessity the syllabus for each 
field grew more detailed as written examinations became 
more exacting. From 1896 to 1901, in addition to civics 
and economics, ten different fields of history were outlined 
in the academic syllabus. Each school chose as many or 
as few fields for study as the personal whim of some school 
official dictated. Educational values and equivalents so 
far as history was concerned received Httle consideration. 
Progressive courses in history were not generally main- 
tained. The advanced course in American history recom- 
mended for the fourth year of the high school was quite 
frequently studied by pupils of the first year. Elemen- 
tary United States history, indeed, was abnost uniforaily 
taught in the first academic year because pubHc opinion 
rightly demanded that every child so far as possible should 
know somewhat of the history of his native land; other- 
wise there was little uniformity of procedure and indeed 
no general consensus of opinion to serve as a guide in 



i6 

planning history courses.' Time allotments in high school 
programs were entirely inadequate. In no school was any 
field of history accorded a year of study and to some 
important fields were allotted lo weeks or less. 

In spite of all this confusion, history of some sort was 
studied by a larger ntmiber of high school pupils than any 
other subject save English. In the history examinations 
of 1896, 50,000 answer papers were written by the 52,000 
academic pupils enrolled, but 20,000 of these papers were 
in elementary United States history, which is now a gram- 
mar school subject. 

Prior to 1900, the Associated Academic Principals be- 
came keenly alive to the unsatisfactory conditions and 
through its syllabus committee made an earnest effort to 
determine what fields of history were receiving most atten- 
tion, which fields were educationally of most value, and 
what order of presentation would be most desirable. 

In accord with the recommendations of the academic 
principals, the fields of history and social science were 
reduced to eight in the syllabus of 1900 and one-half year 
was allowed to each field. 

In 1904 the New England History Teachers Association 
completed the preparation of a " History Syllabus for 
Secondary Schools " outlining the four-year course in 
history recommended by the committee of seven of the 
American Historical Association; and in a spirit of co- 
operation that syllabus, with certain important modifica- 
tions and additions, was adopted by the State Education 
Department of New York as the history syllabus for 1905. 
The four fields recommended for the four years were as 
follows : 

Ancient history, 3 hours or 5 hours a week for one year 
European history, 3 hours or 5 hours a week for one year 
English history, 3 hours or 5 hours a week for one year 
American history with civics, 5 hours a week for one 
year 

The syllabus of 1905 proved most stimulating and help- 
ful to teachers, and not to teachers alone, for thousands 
of copies were purchased by pupils or were placed in their 
hands by school authorities ; however, as might have been 
predicted from a comprehensive study of secondary school 
curriculums, few high schools could adopt a four -year 



17 

course in history. The stronger schools almost without 
exception did adopt a maximimi course of three years, 
generally providing that pupils preparing for college study 
history for a single year only. European history was 
elbowed out. In 1909, only 373 answer papers in Euro- 
pean history were written in all the schools. Accordingly 
in the syllabus of 19 10 European history was omitted. 

It had, however, long been evident to many that European 
history, if it could be properly presented, was in its nature 
of more value to pupils in American secondary schools 
than the more narrow and intensive courses of ancient 
and English history. It was therefore decided to offer in 
the syllabus of 1910 a two-year course in modem European 
history as an alternative for ancient history and history 
of Great Britain and Ireland and so to arrange this new 
course that it would serve as an introduction to American 
history, after all the most important history for American 
pupils. In accord with this plan the syllabus of modern 
history included the European background of American 
history and the story of American explorations and settle- 
ments ; while the syllabus of American history was planned 
to begin with the Revolutionary period and continue, in 
the intensive field of American history, the study of 
modem history already begun. 

Thus, in the interests of sound pedagogy and with care- 
ful regard for time economy, the syllabus committee of 

1910 recommended an experiment. It was a real experi- 
ment too, for there were no textbooks provided in harmony 
with the proposed plan and there were few history teachers 
who felt competent to teach the courses in modem history 
without textbooks. However, it was an experiment that 
could do little harm. The courses in ancient history and 
the history of Great Britain and Ireland were available as 
before for all schools that preferred them and the_ time 
saved by omitting colonial history from American history 
could more profitably be given to the study of actual 
government and the many civic problems that demand 
■instant and intelligent attention of citizens. 

The experiment of 19 10 seems to have been justified by 
results. The syllabus of 19 10 went into effect in January 

191 1 and in the year 191 2, 1676 answer papers in modem 
history were written, in the year 1913, 2611 and in the' 



year 1914, 5216. Thus iii two years the number of pupils 
examined in modem history increased over 200 per cent, 
while the total number of pupils examined in all the fields 
of history and social science increased 4.5 per cent. Text- 
books more or less satisfactory have now been provided 
and schools in largely increasing numbers are planning to 
adopt the new courses. 

The syllabus of 19 10 provided a comprehensive scheme 
for notebook and library work. It also, and perhaps un- 
fortunately, advised credit on examinations for certified 
notebooks. Schools were not equipped with proper library 
facilities. Many of the very best teachers of history pre- 
ferred their own scheme for notebooks to that required 
by the syllabus. Weak teachers weakened their teaching 
by the use of notebooks hoping to help poorly prepared 
pupils to pass examinations. In a minority of schools and 
among a minority of pupils, certified notebooks have been 
most helpful. In a still larger minority of schools and to 
a larger minority of pupils notebooks have proved detri- 
mental. While every aspiring teacher of history will re- 
(juire the use of notebooks and while the scheme for 
notebooks proposed in the syllabus of 19 10 has many 
times demonstrated its value if intelligently used, the 
giving of examination credits for this work can not be 
commended. 

The syllabus of 19 10 also demanded that in addition 
to the formal study of history each pupil be required to 
do a certain minimum of historical reading not found in 
the ordinary textbooks of history. Fixed courses of read- 
ings for teachers were, therefore, planned and test ques- 
tions were introduced in examination papers to ascertain 
whether the readings had been done. 

Almost immediately the value of the required readings 
became apparent to all, but two serious objections to the 
methods proposed in the syllabus appeared. Some schools 
already had valuable reading courses that must be dis- 
placed. Other schools desired to make up reading courses 
from year to 5^ear largely from current literature. The 
examination tests also proved most unsatisfactory. If 
long range questions on the required readings were asked, 
pupils so mingled information gained from a variety of 
sources that no examiner could safely judge whether the 



19 

readings had been done; but if the examination questions 
were too close teachers woiild be tempted to teach the 
readings as so much textbook history, thereby entirely 
defeating the purpose for which readings were given. 
Therefore, since June 19 13, teachers have been permitted 
to submit their own courses of reading for approval and 
to claim a maximum allowance of 10 per cent in examina- 
tions by certifying that minimum readings of 500 pages 
from at least six different authors had been done by each 
pupil. The present method seems generally satisfactory. 
, Ever since the publication of the syllabus of 1905, 
numerous requests have been made that a certain limited 
number (30 or 40) of the most important topics in each 
field be prescribed for intensive study. More recently 
still, the committee has been asked not only to select 
these topics, but to develop them in a series for topic 
lessons giving specific references to various books, pictures 
and other helps for history teachers. In other words, the 
committee was asked to make a • syllabus of the syllabus 
and virtually prepare a series of topical studies for 
inexperienced, or overbusy teachers. The committee was 
in full sympathy with the desire to better the quality 
rather than increase the quantity of work and in February 
19 1 4 sent a letter and questionnaire to about 200 teachers 
of history in the high schools and academies of the State 
asking for definite suggestions and advice. 

This letter brought a generous response, but from the 
replies received it soon became evident that the requests 
for condensation and narrow prescriptions were not well 
advised. In the first place those teachers who had read 
carefully the first two paragraphs of the syllabus of 1910 
were well aware that a selection of the large topics had 
already been most carefully made in the general survey 
of each field and an examination of the many prepared 
notebooks offered by publishers of textbooks showed that 
teachers who wish topics worked out for them might secure 
them at a trifling expense. 

An additional reason why your committee should not 
undertake at this time a revision of history topics is found 
in the fact that, the American Historical Association 
already has a committee preparing a revision of the 
syllabus topics. 



The fact is that any history teacher to be successful 
must always select and develop his own topics. He must 
also work over those topics from year to year or select 
fresh ones. Unless he keeps his mind alert to connect the 
present with the past and thus vivify and vitalize the 
history he teaches, he might as well let " the dead past 
bury its dead." 

If we consider history the record of human progress, no 
other subject, except the more comprehensive one of 
literature, may be made to yield a broader culture; but 
experience is rapidly forcing the conclusion that neither 
textbooks nor syllabuses, neither methods of teaching nor 
examinations, but a body of well-trained history teachers 
is the first essential in securing satisfactory results. 

The committee respectfully recommends for consider- 
ation the following: 

1 That certain slight changes in the syllabus, such as 
have -been commended by the experience of the last two 
years and by the progress of recent events, be made. 

2 The discontinuance of credits for notebook work in 
all the fields. 

3 The continuance of credits for the required readings 
in all the fields. 

4 The setting of examinations for three-hour courses 
only, in ancient history, history of Great Britain and 
Ireland, modern history, part i and modern history, 
part 2. 

5 The granting of credit for five-hour courses in ancient 
history, history of Great Britain and Ireland, modern 
history, part i and modem history, part 2 where the 
following conditions are met: 

a Examination for the three-hour courses must be 
passed. 

b The work of the class for five periods of recitation 
each week must be under the direction of the teacher 
either in the classroom or library and sufficient work must 
be assigned the class to call for at least five hours of 
preparation on the part of the pupils outside of class time 
spent in recitation or library. 

c Schools seeking credit for five-hour courses must have 
equipment and courses of instruction approved by The 
University of the State of New York. 



21 



d The teacher must be quaHfied by successful experi- 
ence or by training to teach history. 

Respectfully submitted 

Eugene W. Lyttle, Chairman 
Elizabeth Briggs 
James Sullivan 
Edgar Dawson 

On motion it was 

Resolved, That recommendations number i 
and 2 of the above report be adopted; that 
recommendation number 3 be referred back to 
the committee for a report at the next meeting 
of this board, with a view of a possible reduction 
in the amount of required reading; that recom- 
mendations number 4 and 5 be laid on the table. 

A request was received from Professor Paul Saurel of 
the College of the City of New York for a division of the 
examination in American history with civics into two 
separate examinations, one in American history for 3 
counts, and one in civics for 2 counts. On motion, the 
proposition was laid on the table. 

Numerous petitions were presented by the secretary 
asking that Spanish and ItaHan be added to the list of 
subjects that would be accepted for the college entrance 
diploma. After extended discussion the following resolu- 
tion was unanimously adopted: 

Resolved, That the requirements for the 
college entrance diploma in science be modified 
by adding to the list of languages that may be 
selected "or Spanish or Italian"; that the 
requirements for a college entrance diploma in 
engineering be amended by adding to the sub- 
jects that may be selected : Spanish, 10 ; Itahan, 
10. 



22 



After discussion it was ^ 

Resolved, That the 50-word test in stenog- 
raphy be not continued. 

On motion of Doctor Maxwell, it was 

Resolved, That evening high school pupils 
who have given adequate time to the study of 
the subject should be allowed to pass Regents 
examinations on the same terms as day high 
school pupils. 

The proposition that all first-year examinations be 
abolished was, on motion, laid on the table. 

The proposition to increase the modem language com- 
mittee was, on motion, laid on the table. 

On motion of Principal Boynton, it was 

Voted, That an examination in first year 
Greek be reestablished and that credit for this 
subject be given as a third language. 

Doctor Wheelock offered the following resolution, and 
moved that it lay on the table: 

Resolved, That two years of Greek, 10 counts, 
may be accepted instead of third year English 
and fourth year English, 6 counts, for any 
diploma issued by the Regents, provided satis- 
factory evidence is furnished that the Greek 
has been taught with reference to its bearing 
on English. 

The motion was unanimously adopted. 

On motion of Superintendent Maxwell, it was 
Resolved, That the State Department of 
Education be, and it hereby is, requested, after 
the examination in January, to invite from the 



23 

principals and superintendents of the State, an 
expression of opinion as to what topics covered 
by the questions of each of the main subjects of 
the examination ought to be omitted in future 
papers, and what topics not covered by the 
questions in these papers should be included in 
future papers ; that the answers to these ques- 
tions be submitted to the several committees 
appointed to prepare questions for the exami- 
nation in June, and that said committees submit 
their views as to the various lines of questions 
that should be included in the papers for June 
to the committee on revision of questions; and 
that the committee on revision of questions 
meet in the Education Building in Albany on 
a day appointed by the Commissioner of Edu- 
cation and approve, disapprove, or add to the 
recommendations of the various question com- 
mittees ; and that the decisions of the committee 
on revision of questions shall be binding upon 
all question committees in preparing question 
papers. 

During the noon hour, the board was deHghtfully 
entertained at luncheon at the home of Doctor and IMrs 
Finley, 272 State street. 

The following report of the committee on nominations 
of question committees was submitted by Superintendent 
Maxwell and unanimously adopted: 

English 

Robert P. St John, First Assistant in English, Com- 
mercial High School, Brooklyn 
Amherst, B.A., M.A.; Harvard, M.A. 
Elmer W. Smith, Professor of Public Speaking and 
Associate Professor of English Literature, Colgate 
Universitv 
Colgate, B.A.,'M.A. 



24 

Randolph T. Congdon, State Inspector of Schools, 
University of the State of New York i 
Syracuse, B.A.; Harvard, M.A. 



Latin 

Edward C. Chickering, First Assistant in Classical 
Languages, Jamaica High School 
Yale, B.A.; Harvard, M.A.; Columbia, Ph.D. 

Harold R. Hastings, Assistant Professor of Latin and 
Greek, Hamilton College 
Dartmouth, B.A.; Harvard, M.A.; Wisconsin University, 
Ph.D. 

S. Dwight Arms, State Inspector of Schools, University 
of the State of New York 
Hamilton College, M.A. . 

Greek 

Francis R. Parker, Principal, Elmira Free Academy 
Queen's University, B.A., M.A. 

John Ira Bennett, Professor of Greek, Union College 
Union, B.A. 

Horace L. Field, Examiner, University of the State of 
New York 
Cornell, B.A.; Columbia, M.A. 

Hebrew 

Max Radin, First Assistant in Classical Languages, 
Newtown High School, Elmhurst, L. I. 
College of the City of New York, B.A. ; New York University, 
LL.B.; Columbia, Ph.D. 

Charles P. Fagnani, Associate Professor of the Old 
Testament Languages and Literature, Union Theo- 
logical Seminary 
College of the City of New York, B.A., B.S.; Columbia, LL.B.; 
Western Reserve, D.D. 

Loring W. Batten, Professor of Old Testament Litera- 
ture and Interpretation, General Theological Sem- 
inary 
Harvard, B.A.; University of Pennsylvania, Ph. D.; Hobart, 
S.T.D. 



25 

German 

Frederick Betz, Head of Department of Modem Langu- 
ages, East High School, Rochester 
Rochester, B.A., M.A. 

Hermann C. Davidsen, Assistant Professor of German, 
Cornell University 
Kiel, Ph.D. 

William R. Price, State Inspector of Schools, University 
of the State of New York 
Cornell, B.A.; Columbia, Ph.D. Graduate student in Berlin 
and Paris 

French 

Alice Higgins, First Assistant in French, Girls High 
School, New York City 
Adelphi, B.A., Columbia, M.A. 

Arthur S. Patterson, Professor of French, Syracuse 
University 
Oberlin, Ph.B.; Harvard, M.A.; University of Grenoble 
Docteur d'Universite 

William R. Price, State Inspector of Schools, University 
of the State of New York 
Cornell, B.A.; Columbia, Ph.D. Graduate student in Berlin 
and Paris 

Spanish' 

Lawrence A. Wilkins, Head of Department in Spanish, 
Dewitt Clinton High School, New York City 
Syracuse, Ph.B., Columbia, M.A. 

John Aloysius Mahar, Assistant Professor of French 
and Latin, New York State College for Teachers 
Union College, Ph.B.; State Normal College, Pd.B. 

Sara C. Knox, Examiner, University of the State of 
New York 
Cornell, M.A. 

Italian 

Michele Caboni, Teacher of Italian, Hutchinson Central 
High School, Buffalo 
University of Rome, D. Sc. 



26 



Charles W. Cabeen, Professor of the Romance Lan- 
guages, Syracuse University 
Wisconsin, B.L., B.S,; Harvard, M.A.; Grenoble, Docteur 
deL'Universit6 

Annie T. Keyser, University of the State of New York 
Vassar, one year; Cornell, two years 

History and economics 

James F. Wilson, First Assistant in History, Boys High 
School, Brooklyn 
Leland Stanford, B.A., New York Law School, LL.B. 
- Edgar Dawson, Professor of History and Political 
Science, Hunter College 
Davidson, B. A.; University of Virginia, M.A.; Leipzig, Ph.D. 
Avery W. Skinner, State Inspector of Schools, Univer- 
sity of the State of New York 
Syracuse, B.A. 

Mathematics 

David L. Arnold, First Assistant in Mathematics, Julia 
Richman High School, New York City 
Leland Stanford, B.A., M.A. 
William M. Carruth, Associate Professor of Mathe- 
matics, Hamilton College 
Cornell, B.A. 
Elmer E. Arnold, State Inspector of Schools, University 
of the State of New York 
Colgate, B.A. 

Physics 

George M. Turner, Head of Science Department, 
Masten Park High School, Buffalo 
Amherst. B.S. 
R. C. Gibbs, Assistant Professor of Physics, Cornell 

Cornell B.A. ; M.A. Ph.D. 
Everett O'Neill, Senior Examiner in Science, University 
of the State of New York 
CorneU, Ph.D. 

Chemistry 

Hubert W. Hess, Head of Science Department, Glens 
Falls High School 
Colgate, B.A. 



27 

Albert J. Salathe, Instructor in Chemistiy, Union Col- 
lege, Schenectady 
Colgate, B.A., M.A. 

Charles N. Cobb, State Inspector of Schools, Univer- 
sity of the State of New York 
Syracuse, B.A., M.A. 

Biology 

William D. Funkhouser, Headmaster in Biolog}^ High 
School, Ithaca 
Wabash College, B.A.; Cornell, M.A. 

William L. Bray, Professor of Botany, Syracuse Uni- 
versity 
Indiana University, B.A.; Lake Forest, M.A.; Chicago, Ph.D. 

Arthur G. Clement, State Inspector of Schools, Uni- 
versity of the State of New York 
Rochester, B.A. 

Physical geography 

Daniel R. Campbell, Head of Science Department, 
Free Academy, Utica 
Hamilton, B.A., M.A. 
C. T. McFarlane, Professor of Geography, Columbia 
University 
Michigan State Normal School, Pd.M.; New York State Col- 
lege for Teachers, Pd.D. 

Charles N. Cobb, State Inspector of Schools, University 
of the State of New York 
Syracuse, B.A., M.A. 

Commercial subjects 
Group i°' 

Edward O. Folsom, Head of Commercial Department, 

Utica Free Academy 
William R. Hayward, Head of Department of Account- 
ing, Economics and Law, Washington Irving High 
School. New York City 
Valparaiso University, B.S.; New York University, B.S., M.A. 

a Group i Elementary bookkeeping and business practice, ad- 
vanced bookkeeping and office practice, commercial 
arithmetic, commercial law, history of commerce, 
and commerciargeography. 



28 



W. E. Bartholomew., State Inspector of Schools, Uni- 
versity of the State of New York 
Westchester State Normal School, Westchester, Pa. 

Group 2^ 

William B. Curtis, Instructor of Commercial Subjects, 

Dunlcirk High School 
W. G. Thompson, Head, Department of Commercial 

Education, Plattsburg Normal School 
N. Y. University, B.C.S. 

_ W. E. Bartholomew, State Inspector of Schools, Uni- 
versity of the State of New York 
Westchester State Normal School, Westchester, Pa. 

Drawing 

Harry W. Jacobs, Director of Art Instruction, Buffalo 
Massachusetts Normal Art School 

Lehigh Harrison Hunt, Associate Professor of Art in 
the College of the City of New York 
College of the City of New York, B.Sc, M.Sc; N. Y. Uni- 
versity, M.D. 

Royal Bailey Farnum, State Specialist in Drawing and 
Handwork, University of the State of New York 
Graduate, Massachusetts Normal Art School 

Music 

Arthur J. Abbott, Director of Music, Public Schools, 
Buffalo 

HoUis E. Dann, Professor of Music, Cornell University 
Alfred University, Mus.D. 

Julia E. Crane, State Normal School, Potsdam 
Graduate State Normal School, Potsdam 

For college graduate professional certificate 
Psychology, history of education, principles of education 
and methods of teaching 

Jacob R. Street, Dean of Teachers College, Syracuse 
University 

Victoria University, B.A.; Toronto University, M.A.; Clark 
University, Ph.D. 

h Group 2 Commercial English and correspondence, business writ- 
ing, shorthand i and 2, and typewriting. 



29 

George D. Strayer, Professor of Educational Adminis- 
tration, Teachers College, Columbia University 
John Hopkins, B.A.; Columbia, Ph.D. 

Jeremiah M. Thompson, Principal, State Normal 
School, Potsdam 
Colgate, Ph.B., M.A.; New York State College for Teachers, 
Pd.D. 

Prcacademic 

English, history and spelling 

George H. Covey, District Superintendent, Katonah 
Graduate Potsdam Normal School. 

James M. Glass, Principal, School 4, Rochester 
Hamilton, B.A., M.A. 

Edith Marshall, Training Class Teacher, Ithaca 

Arithmetic and geography 

Charles P. Alvord, Supervisor of Grammar Grades, 
Buffalo 

Lament F. Hodge, Assistant Superintendent of Schools 
Colgate, B.A. 

James G. Riggs, Principal of State Normal School, 
Oswego 
Amherst, M.A.; New York State Normal College, Pd.D. 

On motion of Doctor Wheelock, it was 

Resolved, That after the current school year 
the examinations in advanced botany and 
advanced . zoology be given only in the June 
examinations of each year. 

The proposition that credit be given for a course in 
physical training was laid on the table. 

On motion it was 

Resolved, That the proposition to institute 
an examination in an advanced course in biology, 
to be known as civic biology, be referred to the 



30 

syllabus committee for a report at the next 
meeting of the board. 

Doctor Jones made a statement regarding the instiffi- 
ciency of the English preparation under present Regents 
requirements, as indicated by experience at Columbia 
University, and suggested that the examinations in 
English should be modified to make them correspond 
more nearly with the examinations conducted by the 
College Entrance Examinations Board. This would mean 
^primarily a separation of the examinations in English 
literature from the examinations in grammar, composition 
and rhetoric. 

President Finley called attention to the fact that at 
the meeting of the State Examinations Board, held 
December 7, 191 2, he as chairman of a committee on 
English requirements had made a report looking toward 
the very thing suggested by Doctor Jones, but that no 
steps had so far been taken to put this scheme into oper- 
ation. 

On motion of Doctor Downing, it was 

Resolved, That the examination in English 
be modified, so as to insure more thorough 
knowledge of grammar and composition by 
subdividing the English examinations, making 
a separate examination in English literature so 
as to carry out the recommendation of the 
report made in 191 2. 

The following resolution, prepared by Ernest R. Clark, 
representing the English section of the State Teachers 
Association, was presented by Superintendent Gorton, 
but no action was taken on this resolution: 

Resolved, That no academic diploma shall 
be granted by The University of the State of 
New York to any candidate unless there shall 
be filed with the Department of Education a 



31 

certificate signed by the principal of the school 
in which the candidate shall have written his 
final examination in English (or by some other 
person designated by the Department), stating 
that the candidate has been tested and has been 
found able to read intelligently prose and poetry 
of ordinary difficulty, and to speak in acceptable 
English upon a subject of which he has knowl- 
edge. 

After extended discussion, the following resolution was, 
on motion of Superintendent Maxwell, adopted: 

Resolved, That the principal of each second- 
ary school taking the State examinations in 
English, be asked to give a test in oral English 
to each pupil as to the comprehension of a 
passage read and the meanings of words, and 
to report the results on a form to be prescribed 
by the State Education Department. 

On motion of Doctor Wheelock, the following resolution 
was unanimously adopted: 

Resolved, That a maximum of 5 credits may 
be added to the standing of any paper in any 
subject for excellence in English, provided that 
the paper reaches a standing of not less than 
60 per cent without such addition. 

Superintendent Maxwell, chairman of the committee to 
consider the advisability of a uniform nomenclature of 
grammatical terms, especially in English grammar, re- 
ported as follows: 

Your committee is unanimously of the opinion that 
there should be in the schools of the State of New York 
a uniform terminology in English grammar. Your com- 
mittee is further of the opinion, however, that there 



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029 456 739 2 ♦ 



should be a further hearing accorded to the teachers 
the State with regard to the desirability of preferrinl 
certain grammatical terms to certain other terms, if 
view of this consideration, the committee recommenc 
for adoption the following resolution: 

Resolved, That the committee on unifon 
nomenclature in English grammar be continuej 
for another year with instructions to authorizj 
subcommittees to hold hearings for teachers 
"English in different parts of the State, and tj 
report at the next meeting. 

This resolution was unanimously adopted. 

After discussion, it was 

Resolved, That the matter of the reorgani 
zation of the committee on final revision 
question papers be referred to that committe] 
for further consideration. 



Superintendent Weet asked for a reconsideration of thi 
limitations placed upon first year Greek, by resolutioj 
adopted earlier in the session. 

On motion of Doctor Downing, the matter was referre(j 
to the Commissioner of Education with power, an(j 
Superintendent Weet was asked to submit a brief. 

Resolved, That a vote of most cordial thank] 
be given to Doctor and Mrs Finley for theij 
hospitality. 



The meeting adjourned sine die. 



Secretary. 



LIBRARY OF CONGRESS 



029 456 739 2 



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